000306350 000__ 01350cam\a22003014a\45\0
000306350 001__ 306350
000306350 005__ 20210513112654.0
000306350 008__ 031027s2004\\\\nhua\\\\\b\\\\001\0\eng\\
000306350 010__ $$a  2003023528
000306350 020__ $$a0325006636 (pbk. : alk. paper)
000306350 035__ $$a(OCoLC)ocm53315211
000306350 035__ $$a306350
000306350 040__ $$aDLC$$cDLC$$dBAKER
000306350 042__ $$apcc
000306350 043__ $$an-us---
000306350 049__ $$aISEA
000306350 05000 $$aLB1573.45$$b.C65 2004
000306350 08200 $$a372.416$$222
000306350 1001_ $$aCole, Ardith Davis.
000306350 24510 $$aWhen reading begins :$$bthe teacher's role in decoding, comprehension, and fluency /$$cArdith Davis Cole.
000306350 260__ $$aPortsmouth, NH :$$bHeinemann,$$cc2004.
000306350 300__ $$axv, 160 p. :$$bill. ;$$c28 cm.
000306350 504__ $$aIncludes bibliographical references (p. [149]-153) and index.
000306350 5050_ $$aScaffolding, a key to reading relationships -- The cues readers use -- When and where teachers scaffold -- The cues teachers use -- How teachers scaffold meaning and syntax : micro and macro processes -- How teachers scaffold graphophonics : a micro process -- Pragmatic relationships that influence cueing -- Cue use and abuse -- Into fluency.
000306350 650_0 $$aIndividualized reading instruction$$zUnited States.
000306350 650_0 $$aReading (Elementary)$$zUnited States.
000306350 85200 $$bgen$$hLB1573.45$$i.C65$$i2004
000306350 85641 $$3Table of contents$$uhttp://www.loc.gov/catdir/toc/ecip0410/2003023528.html
000306350 909CO $$ooai:library.usi.edu:306350$$pGLOBAL_SET
000306350 980__ $$aBIB
000306350 980__ $$aBOOK
000306350 994__ $$aC0$$bISE